PPT-4th Q Prob and Stats (PAGAL)

Regional Training of Teachers on
Critical Content in Grade 8

Mathematics
June 21 – July 2, 2018

Hotel Fortuna, Borromeo St., Cebu City
Probability and Statistics
By:
Jennileth Marie M. Pagal
Facilitator
Adopted from:
Diana Grace B. Aniban
Manila Science High School
Silent Birthdays
• The length of the wall has

a span of exactly one
year.
• One end is January 1st
while the other end is
December 31st
• Without talking, line up
along the wall according
to your birthday.
Speaking of birthdays …
What’s your generation?
Baby Boomers Generation X Generation Y Generation Z
Birth Year 1946-1964 1965-1979 1980-1995 1996-2010
Iconic Technology TV VCR Internet Ipad
Audio Casette Walkman Email Google
Transistor Radio IBM PC SMS Facebook
DVD Twitter
Learning Format Relaxed Spontaneous Multi-sensory Student-centric
Structured Interactive Visual Kinesthetic
Learning Classro0m Style Round-table Style Café Style Lounge Room
Environment Quiet Atmosphere Relaxed Ambiance Music and Multi- Style
modal Multi-stimulus
Influencers Evidential Pragmatic Experiential User-generated
Experts Practitioners Peers Forums
Ideal Leaders Commanding Co-ordinating Empowering Inspiring Co-
Thinkers Doers Collaborators creators
McCrincdle Research 2012
What’s your generation?
Baby Boomers Generation X Generation Y Generation Z
Birth Year 1946-1964 1965-1979 1980-1995 1996-2010
Iconic Technology TV VCR Internet Ipad
Audio Casette Walkman Email Google
Transistor Radio IBM PC SMS Facebook
DVD Twitter
Learning Format Relaxed Spontaneous Multi-sensory Student-centric
Structured Interactive Visual Kinesthetic
Learning Classro0m Style Round-table Style Café Style Lounge Room
Environment Quiet Atmosphere Relaxed Ambiance Music and Multi- Style
modal Multi-stimulus
Influencers Evidential Pragmatic Experiential User-generated
Experts Practitioners Peers Forums
Ideal Leaders Commanding Co-ordinating Empowering Inspiring Co-
Thinkers Doers Collaborators creators
McCrincdle Research 2012

Now, let’s get down to
business ...
What are we up
against?
DEPARTMENT OF EDUCATION
CURRICULUM GUIDE
 Summarizes what learning should be achieved in
what grades or over certain grade spans. It plots the
road map that each learner must follow where
content standards, performance standards, and
competencies are given emphasis
 Covers competencies where strategies and activities
can be anchored on
BUREAU OF CURRICULUM DEVELOPMENT
CONTENT
 Refers to the topical coverage of a particular subject
in a grade level in a given period.


CONTENT STANDARDS
 Identifies and set the essential understandings that
should be learned in a specific period
 Covers specified scope of sequential topics within
each learning strand, domain, theme, or component.
 Content standards answer the question: What
should the learners know, do and understand?


PERFORMANCE STANDARDS
Answer the following questions:
 What can learners do with what they know?

 How well must learner do their work?
 How well do learners use their learning or understanding
in different situations?
 How do learners apply their learning or understanding in
real-life contexts?
 What tools and measures should learners used to
demonstrate what they know?


LEARNING COMPETENCIES
 Refer to the knowledge, understanding, skills
and attitudes that students need to demonstrate
in every lesson or learning activity.


CODING EXAMPLE Geometry
MATHEMATICS 8
Competency 1
Week 5
Quarter IV

MATHEMATICS 8
FOURTH QUARTER
STATISTICS AND PROBABILITY

Grade 8
Mathematics

Ensure that the

Standards are
ACHIEVED

QUESTIONS:
Is Probability different from Statistics?
Is there a connection between them?

Statistics Probability
Directions: Below
is a Venn Diagram
about Statistics and
Probability. Write
word or words that
describes statistics,
probability and
both statistics and
probability

Suggested words to write on your Venn Diagram:
Random data Mean Sample
Chances/
Standard
likelihood of an Percentile
deviation
event

Reflections…
a branch of
mathematics a branch of
dealing with the whenever mathematics
collection, we make concerned with
analysis, inferences the study of
interpretation, about a probabilities; the
and population chance that a
presentation of given event will
masses of occur
numerical data
Statistics Probability
OBJECTIVES:
For this session, the teachers will be able to:
•relate probability to statistical measures
involving real-life problems;
•solve problems under Statistics and
Probability, 4th quarter of Math 8;
•Identify the appropriate assessment that
is suited to the critical content.

OBJECTIVES:
For this session, the teachers will be able to:
•create problems/activities/ tasks under Statistics and
Probability, 4th quarter of Math 8 that promote critical
thinking skills to the students and/or applicable to daily
life;
•exhibit the problem solving strategies and approaches
applicable in teaching Statistics and Probability, 4th
quarter of Math 8 correctly devoid of misconceptions
and malpractices;
Outcome Probability
Sample Space Trial
Experiment Event

Definition of Terms
Trial (No. of
Experiment Outcome Sample Space Event
Trials)
• A process by • One instance • An observed • The set of all • A set whose
which an of an result of an possible elements are
observation experiment experiment outcomes of some
is obtained (the number an outcomes of
Random of times an experiment an
Experiment experiment is experiment
repeated) Sample Point (a subset of
• a process that the sample
can be repeated space)
under similar • An element of a
conditions but sample space
whose outcome
cannot be
predicted with
certainty
beforehand
Definition of Terms
Trial (No. of
Trials)
• Tossing a fair • Trials = 2 • Toss 1 = H • {(H,H), (H,T), • Getting at
coin • Toss 2 = H (T,H), (T,T)} least one
head
One more term …
Probability
• Measures the likelihood or chance that an event will occur
• Can be expressed in
• Fractions,
• Decimals, or
• Percentage
How do we describe the
likelihood of an event
without using numerical
values?
The Balloon Game

The Likelihood Scale
Impossible Unlikely 50% Chance Likely Certain
Finding a Getting a
Drawing a red
person number Getting a
marble from The event
capable of higher than 2 head when
an urn that its rains
running when an tossing an
containing 4 in summer
2000km per unbiased die unbiased coin
red marbles
second is tossed
Finding a Getting a
Drawing a red
person Getting a number
The event marble from
capable of head when higher than 2
that its rains an urn
running tossing an when an
in summer containing 4
2000km per unbiased coin unbiased die
red marbles
second is tossed
The event
Someone that you will The date after
The event The day after
from class will drink water the 29th is the
that it will Thursday is
be sick sometime 30th in a
rain today Friday
tomorrow during the month
day
The event
that you will
The event The day after
drink water
that it will Thursday is
sometime
rain today Friday
during the
day
Someone The date after

from class will the 29th is the
be sick 30th in a
tomorrow month
Let’s now describe events in
relation to each other…
Consider the following pairs of events…
Drawing a
Drawing a Drawing Drawing a
Red Face
Queen an Ace Diamond
Card
A K
Q A 3 8
2 6 J J a
Drawing a Drawing
A Drawing9a Drawing
Q Q J red
Queen an AceA 4suit10 Q Card
Face K
5 7
Q A Q K Q
Drawing a Drawing an Drawing a Drawing a

Queen Ace Diamond Red Face
Card
8
K
Q A A 3 J
Drawing a Drawing
A Drawing
9 aDrawing a
Q Q K J
Queen an AceA 4 red
10suit Face Card
7 6 Q Q
Q A 2 5

Card
MUTUALLY EXCLUSIVE EVENTS NON-MUTUALLY EXCLUSIVE EVENTS

Mutually Exclusive Events
• Events that cannot happen at the same time.

• In logic, two propositions are mutually exclusive
or disjoint if they cannot both be true.
Can you get an Ace that is a Queen? Can you get a Diamond that is a Red
Face Card?
8
K
Q A A 3 J
Drawing a Drawing
A Drawing
9 aDrawing a
Q Q K J
Queen an AceA 4 red
10suit Face Card
7 6 Q Q
Q A 2 5

Card
MUTUALLY EXCLUSIVE EVENTS NON-MUTUALLY EXCLUSIVE EVENTS

Fact or Bluff
Up next…
Activity 2
10 minutes
Review of Concepts
DOWN
1 – Measures the chance that an
event will occur
3 – A process in which an
observation is obtained
ACROSS
2 – The observed result of an
experiment
4 – The set of all possible outcomes
of an experiment
5 – One occurrence of an
experiment
6 – The set of some outcomes of
an experiment
Review of Concepts
DOWN
1 – Measures the chance that an
event will occur
3 – A process in which an
observation is obtained
ACROSS
2 – The observed result of an
experiment
4 – The set of all possible outcomes
of an experiment
5 – One occurrence of an
experiment
6 – The set of some outcomes of
an experiment
Recall…
Trial (No. of
Trials)
• A process by • One instance • An observed • The set of all • A set whose
which an of an result of an possible elements are
observation experiment experiment outcomes of some
is obtained (the number an outcomes of
of times an experiment an
experiment is experiment
repeated) (a subset of
the sample
space)
Recall…
Sample Space
•The set of all possible outcomes of an experiment

Up next…
Activity 3
20 minutes
How do we enumerate all the
elements of a sample space?
List the Elements of the Sample Space
One Coin Toss
• {H, T}
One Die Toss
• {1, 2, 3, 4, 5, 6}
Drawing a card from a standard deck
• {A,2,3,4,5,6,7,8,9,10,J,Q,K,…}
Two Coin Toss
{HH, TT, HT, TH}
One Coin and One Die Toss
{(H,1),(H,2),(H,3),(H,4),(H,5),(H,6),(T,1),(T,2),(T,3),(T,4),(T,5),(T,6)}
Choosing a number from 1 to 3, a letter from A to C, and one of

the following emoticons , 
{(1,A,),(2,A,),(3,A,),(1,B,),(2,B,,(2,B,),(3,A,),(3,B,),(3,C,),
(1,A,),(2,A,),(3,A,),(1,B,),(2,B,,(2,B,),(3,A,),(3,B,),(3,C,)}
Two Coin Toss 1st Toss 2nd Toss
{(H,H),(T,H),(H,T),(T,T)} Heads (H,H)
Heads
Tails (H,T)
Heads (T,H)
Tails
Tails (T,T)
S = {(H,H),(T,H),(H,T),(T,T)}
SYSTEMATIC LISTING TREE DIAGRAM

Can you do a tree diagram with these?
One Coin Toss
• {H, T}
One Die Toss
• {1, 2, 3, 4, 5, 6}
Drawing a card from a standard deck
• {A,2,3,4,5,6,7,8,9,10,J,Q,K,…}
Example 1
size flavor
You decide to get a popcorn at a
movie theatre. The popcorn comes B (R,B)
in regular, large, jumbo sizes and R
have a choice whether buttered or C (R,C)
cheese. Construct a tree diagram
to determine the possible choices B (L,B)
for your popcorn. L
C (L,C)
B (J,B)
J
C (J,C)
S = {(R,B),(R,C),(L,B),(L,C),(J,B),(J,C)}
Example 2 A to B B to C C to B
A salesperson is travelling from Town B (J,B,B)
A to Town C via Town B. From A to B, B
he can travel via jeep or tricycle. Tn (J,B,Tn)
From B to C, he can travel via bus or J
B (J,Tn,B)
train. Construct a tree diagram to list Tn
his possible travel arrangements if he Tn (J,Tn,Tn)
is supposed to return to Town B after
visiting Town C. B (Tc,B,B)
B
Tn (Tc,B,Tn)
Tc
B (Tc,Tn,B)
Tn
Tn (Tc,Tn,Tn)
S = {(J,B,B),(J,B,Tn),(J,Tn,B),(J,Tn,Tn),(Tc,B,B),(Tc,B,Tn),(Tc,Tr,B),(Tc,Tn,Tn)}
Example 3 Person 1 Person 2
Three strangers meet and shake
hands. One person can only shake
hands with another person once.
How many handshakes were B (A,B)
made? A
C (A,C)
B C (B,C)
C
S = {(A,B)(A,C)(B,C)}
Up next…
Activity 4
Group Activity
Strips of paper
please....
30 minutes
TEAM 1
Mari is deciding what to eat during lunch. She tossed a coin.
When a Head come up, she will go to Jollibee and order one
of the following (C5,S5,Y5). When a tail comes up, she will roll
a die. If a yields an odd number she will go to Pancake House
and order BP2(2 blueberry pancakes). If the die yields an
even number that is a prime number, she will go to Italliani’s
and order BT(beef tenderloin). Otherwise, she will not eat
her lunch.
TEAM 1

TEAM 2
A coin is tossed, if a head comes up a marble is
drawn from an urn with 3 identical yellow, 2
identical green and 3 identical red balls. If a tail
comes up, a spinner with 8 region numbered 1 – 8
was spun.

TEAM 2

TEAM 3
A spinner with 8 region numbered 1 – 8 was
spun. If an even number comes up, a die is
thrown; if an odd number comes up the player
will stop. If a die yields an even number, the same
spinner was spun again; if an add number comes
up the player will stop. The cycle continues until 5
even numbers is achieved.
TEAM 4
A spinner with 8 region numbered 1 – 8 was
spun. If an even number comes up, a die is
thrown; if an odd number comes up the player
will stop. If a die yields an even number, the same
spinner was spun again; if an add number comes
up the player will stop. The cycle continues until 5
even numbers is achieved.
TEAM
3 AND
4

TEAM 5
(The Monty Hall Problem) There are 3 doors,
behind which are two goats and a car.(A,B,C) You
pick a door. You’re hoping for the car of course.
Monty Hall, the game show host, examines the
other doors and always opens one of them with a
goat (Both doors might have goats; he’ll randomly
pick one to open)
The Monty
Hall Tree
But wait, there’s more…
A car and two goats are randomly
placed behind the three doors.
Choose the door with the car and
you win the car!
After selecting a door, the host

will open a door with a goat
behind it. You will have to then
decide whether you will stay with
the door you selected or switch
and select the other unopened
door.
http://www.mathwarehouse.com/monty-hall-simulation-online/
Is it better to switch doors or to stay?
A B C
Contestant’s Host will Stay Switch

Choice show…
A B or C win lose
B C lose win
C B lose win
Should a contestant stay with
his/her decision or is s/he better
off changing his/her mind?
Monty Hall Video
Regional Training of Teachers on
Critical Content in Grade 8
Mathematics
June 21 – July 2, 2018

Hotel Fortuna, Borromeo St., Cebu City
Probability and Statistics
By:
Jennileth Marie M. Pagal
Facilitator
Adopted from:
Diana Grace B. Aniban
Manila Science High School
The Fundamental Counting Principle is used to find the

number of possible outcomes in a sample space.

If we have a procedure consisting of sequential

tasks T1, T2, …, Tm that can be done in n1, n2, …, nm
ways, respectively, then there are n1  n2  …  nm
ways to carry out the procedure.

If we have tasks T1, T2, …, Tm that can be done in

n1, n2, …, nm ways, respectively, and no two of
these tasks can be done at the same time, then
there are n1 + n2 + … + nm ways to do one of these
tasks.

Events should be
mutually exclusive
If we have tasksT1, toT2each
, …,other.
Tm that
can be done in
n1, n2, …, nm ways, respectively, and no two of
these tasks can be done at the same time, then
there are n1 + n2 + … + nm ways to do one of these
tasks.
A passenger wants to go to Tacloban

from Manila. If there are 4 buses from
Manila to Sorsogon, 4 Ships from
Sorsogon to Tacloban and 3 flights
from Manila to Tacloban. In how
many ways can a passenger go to
Tacloban from Manila?
4 x 4 + 3 = 19
Answer: 19 ways
A student went to the mall and was
about to buy 5 different shirts, 6
different shorts and 4 different pants.
When she was about to pay at the
cashier, she found out that her money
can only pay for only one type of
clothing. In how many ways can she
choose what to buy?
5 + 6 + 4 = 15
Answer: 15 ways
In how many ways can a chairman and a

vice-chairman be chosen in a
committee composed of 5 students?
5 X 4 = 20
Vice-Chairman
Chairman
Answer: 20 ways
In how many ways can 7 students be

arranged in a row if two students
insisted on seating beside each other?
1440 ways

In how many ways can a blue flag, a

yellow flag, a white flag and 2 distinct
red flags be arranged in a row?
120 ways

Activity: Mathsy Bee

1. Each group will be given mini whiteboards and markers.
2. Questions will be categorized as Easy, Average, Difficult and
Very Difficult.
3. Easy questions will be answered for 15 seconds.
•Average questions will be answered for 30 seconds.
•Difficult questions will be answered for 60 seconds.
•Very difficult questions can be answered as many times as they
can for a span of 3 minutes per question
4. The one who will get the highest score will win the game.
Mathsy Bee
The theoretical probability of event E is the

ratio of the number of outcomes in E to the
total number of outcomes in the sample
space S.
Number of outcomes in event E nE

PE  
Total number of outcomes in the sample space S n  S 

Assumes all outcomes are

equally likely.

• Based on collected observations

• Represents the relative frequency of an event.
• As the number of repetitions of an experiment
increases, Empirical Probability of E → Theoretical
Probability of E
AWhat
die is is P(5)?100 times. The following
tossed
outcomes were recorded on the table
Outcomes 1 2 3 4 5 6
below.
No. of times
Outcomes 25 125 215 320 410 55 6
appeared
No. of times
25 25 15 20 10 5
appeared
10
Based
100on this table what is the
probability that the die will have an
1
Answer:
outcome of 5? ways
10
A relative frequency distribution of

scores of a Grade 8 class in a 6 item
test is provided in the table below.
If the passing score is 4, what is the

probability that a randomly picked
student in that class passed the
test?
Answer:
Activity
KAKASA KA BA SA PROBA?
Individual Activity (30 mins)

Activity
KAKASA KA BA SA PROBA?

In probability, we have to remember the following:
The probability is a number between 0 and 1

The probability of the certain event is 1
 The probability of the impossible event is 0
In symbols:

Complement Rule
If the probability that event A

will happen is a, then the
probability that event A will not
happen is 1 – a.
If there is 15% chance of failing a

certain test in Math, what is the
probability of passing that test?

There are 3 men and 4 women in a

committee. What is the probability that
the chosen chairman and vice-
chairman in the committee are both
men?
3/7*2/6 = 6/42 or 1/7


• Group activity
• Strictly no sharing of answers to other groups
• Groups who will attain incorrect answers will be out of
the game yet may continue to answer the problems
flashed on the screen


Thank You!

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Regional Training of Teachers on

Critical Content in Grade 8

June 21 – July 2, 2018

• The length of the wall has

McCrincdle Research 2012

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

 What can learners do with what they know?

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

CODING EXAMPLE Geometry

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Ensure that the

BUREAU OF CURRICULUM DEVELOPMENT

Is Probability different from Statistics?

Is there a connection between them?

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Suggested words to write on your Venn Diagram:

Random data Mean Sample

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Sample Space Trial

BUREAU OF CURRICULUM DEVELOPMENT

The Balloon Game

Someone The date after

Drawing a Drawing an Drawing a Drawing a

Drawing a Drawing an Drawing a Drawing a

MUTUALLY EXCLUSIVE EVENTS NON-MUTUALLY EXCLUSIVE EVENTS

• Events that cannot happen at the same time.

Drawing a Drawing an Drawing a Drawing a

MUTUALLY EXCLUSIVE EVENTS NON-MUTUALLY EXCLUSIVE EVENTS

•The set of all possible outcomes of an experiment

One Die Toss

Drawing a card from a standard deck

{HH, TT, HT, TH}

One Coin and One Die Toss

Choosing a number from 1 to 3, a letter from A to C, and one of

SYSTEMATIC LISTING TREE DIAGRAM

One Die Toss

Drawing a card from a standard deck

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

After selecting a door, the host

Contestant’s Host will Stay Switch

June 21 – July 2, 2018

The Fundamental Counting Principle is used to find the

BUREAU OF CURRICULUM DEVELOPMENT

If we have a procedure consisting of sequential

BUREAU OF CURRICULUM DEVELOPMENT

If we have tasks T1, T2, …, Tm that can be done in